Critical Ancestral Computing for the Protection of Mother Earth

Sandoval, Cueponcaxochitl D. Moreno

doi:10.1108/s1479-368720150000029004

Cited by 7 publications

(2 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Here, we also bring attention to a trend in hierarchy between STEM and "non-STEM" learning where certain learning is not ideologically counted as STEM, and other learning is only valuable as it progresses institutions. We advocate for strategizing around CS learning not only with BlackCrit, but also Queer Theory (Paré, in press, 2021), Indigenous knowledge systems (Sandoval, 2017), and other transformative views. In working together, while attending to our specificities, we conjure liberatory futures.…”

Section: Strategizing Laterallymentioning

confidence: 99%

We Tell These Stories to Survive: Towards Abolition in Computer Science Education

Jones

Melo

2021

Can. J. Sci. Math. Techn. Educ.

View full text Add to dashboard Cite

Computer science (CS) education finds itself at a pivotal moment to reckon with what it means to accept, use, and create technologies, with the continued recruitment of minoritized students into the field. In this paper, we build on the oral traditions of educating with stories, and take the reader on two journeys. We begin with a story that leads us in thinking about where computer science education is, in the wake of slavery, under the New Jim Code. Within a BlackCrit framework, we shake the grounds of the computer science field, where technologies are often promoted as objective, but reflect and reproduce existing inequalities. In tune with maintaining current systems of power, efforts to broaden participation in computer science have been heavily driven by industry, government, and military interests. These interests ultimately push us farther away from sustainable relations with the earth and with each other, and risk the very lives of the same communities the field claims to help. However, we can rewrite the narratives of the role of technology in our lives. We present a second story in which we place abolitionist theories and practices in conversation with computer science education. In this paper we explore ( 1) In what ways does computing education support systems that enable Black death? and (2) How might integrating an abolitionist framework into computer science open up possibilities for worldbuilding and dreaming in the name of Black Life? We imagine a different future where computer science is used as a tool in life-affirming, world-building projects. We invite readers to engage with this piece as a part of an active dialogue towards combating anti-Black logics in the field of computer science education.Résumé La formation en informatique se trouve à un moment charnière alors que l'on prend conscience de ce que cela signifie d'intégrer, d'utiliser et de créer des technologies et que l'on continue de recruter des étudiants issus de minorités pour oeuvrer dans ce domaine. Dans cet article, nous partons des traditions orales d'enseignement par récits et amenons le lecteur à s'engager sur deux parcours.

show abstract

Section: Strategizing Laterallymentioning

confidence: 99%

We Tell These Stories to Survive: Towards Abolition in Computer Science Education

Jones

Melo

2021

Can. J. Sci. Math. Techn. Educ.

View full text Add to dashboard Cite

show abstract

“…In CS, on one hand, structures of power affect the personal experiences of individuals, families, and communities. For example, CS innovations inextricably shape our lives in ways that clearly demarcate the haves and have-nots along gendered, racial, and ability lines (Moreno Sandoval, 2017; Margolis et al, 2008; Scott & Clark, 2013; Scott & White, 2013). On the other hand, personal reflexive experiences are never divorced from structural realities.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Intersectional Rights of Teachers and Students in Computer Science and Special Education: Implications for Urban Schooling

2017

View full text Add to dashboard Cite

This article advocates for the intersectional rights of teachers and students of computer science (CS) and special education (SPE) in urban education. Using an intersectional nepantla lens, we propose that CS education be accessible to all SPE teachers and students with dis/abilities. We argue for a focus on social-emotional intersectional rights as crucial foundations for an equitable approach to teaching and learning in CS SPE. We end with implications for educational stakeholders and teacher education programs that open pathways for socioemotional and intersectional rights of underrepresented teachers and students of CS and SPE.

show abstract

Cultivating Computing as Activism: Historicizing Cultural Identities as Academic Practices, 2010–2011

Sandoval

2019

Ancestral Knowledge Meets Computer Science Education

View full text Add to dashboard Cite

Critical Ancestral Computing for the Protection of Mother Earth

Cited by 7 publications

References 16 publications

We Tell These Stories to Survive: Towards Abolition in Computer Science Education

We Tell These Stories to Survive: Towards Abolition in Computer Science Education

Intersectional Rights of Teachers and Students in Computer Science and Special Education: Implications for Urban Schooling

Cultivating Computing as Activism: Historicizing Cultural Identities as Academic Practices, 2010–2011

Contact Info

Product

Resources

About